English Publications

1. 2025
   Chen, A., Xiang, M., Zhou, J., Jia, J., Shang, J., Li, X., Gašević, D., & Fan, Y. (2025). Unpacking help-seeking process through multimodal learning analytics: A comparative study of ChatGPT vs human expert. Computers & Education, 226, 105198. https://doi.org/10.1016/j.compedu.2024.105198
2. 2025
   Hua, Z., Li, T., Shi, R., Wei, R., & Li, Y. (2025). Prediction efficiency and incremental processing strategy during spoken language comprehension in autistic children: An eye-tracking study. Molecular Autism.
3. 2025
   Hua, Z., Li, T., Shi, R., Wei, R., & Yi, L. (2025). Activation of thematic and taxonomic relations during lexical–semantic processing in autistic children: Evidence from eye movements. Autism Research.
4. 2025
   Huang, B., Jong, M. S.-Y., Tsai, C.-C., & Shang, J. (2025). Unlocking students' creative potential in designing technological-enriched design solutions. Journal of Research on Technology in Education, 57(5), 1044–1060. https://doi.org/10.1080/15391523.2024.2342915
5. 2025
   Li, S., Zeng, C., Liu, H., Jia, J., Liang, M., Cha, Y., Lim, C. P., & Wu, X. (2025). A meta-analysis of AI-enabled personalized STEM education in schools. International Journal of STEM Education, 12, 58.
6. 2025
   Pei, L., Jong, M. S.-Y., Huang, B., Pang, W.-C., & Shang, J. (2025). Formally integrating generative AI into secondary education: Application of ChatGPT in EFL writing instruction. Educational Technology and Society, 28(3), 281–297. https://doi.org/10.30191/ETS.202507_28(3).TP05
7. 2025
   Pei, L., Jong, M. S.-Y., Shang, J., & Ouyang, G. (2025). Design and validation of an electroencephalogram-supported approach to tracking real-time cognitive load variations for adaptive video-based learning. British Journal of Educational Technology, 56(4), 1553–1572. https://doi.org/10.1111/bjet.13535
8. 2025
   Shang, J., Zhang, Y., & Zeng, J. (2025). Trade-off or complement? An exploratory study on students' game behavior and learning behavior in a math spatial educational game. Interactive Learning Environments, 33(2), 1062–1086. https://doi.org/10.1080/10494820.2024.2364235
9. 2025
   Shen, Y., Tang, L., Le, H., Tan, S., Zhao, Y., Shen, K., ... & Fan, Y. (2025). Aligning and comparing values of ChatGPT and humans as learning facilitators: A value-sensitive design approach. British Journal of Educational Technology.
10. 2025
    Sullivan, E., Wei, R., Kakon, S., Shama, T., Petri, W. A., Haque, R., & Nelson, C. (2025). EEG theta power in Bangladeshi children: Associations with early experiences and cognitive outcomes. Child Development. https://doi.org/10.1111/cdev.14245
11. 2025
    Wei, R., Harris, P., Snow, C., & Rowe, M. (2025). From the “here and now” to the “there and then”: How parent–child decontextualized conversations support early development. Developmental Review.
12. 2025
    Xiang, M., Zhang, L., Liu, Y., Wang, X., & Shang, J. (2025). Acquisition of math knowledge in digital and non-digital game-based learning classrooms: Impact of intrinsic motivation and cognitive load. Entertainment Computing, 52, 100869. https://doi.org/10.1016/j.entcom.2024.100869
13. 2025
    Zeng, J., Zhang, P., Zhou, J., Shang, J., & Black, J. B. (2025). The impact of embodied scaffolding sequences on STEM conceptual learning. Educational Technology Research and Development, 73(2), 767–792. https://doi.org/10.1007/s11423-024-10438-x
14. 2025
    Zhou, J., Dou, P., Liu, B., & Shang, J. (2025). Learning programming by making games: Design and development of MetaDream. In W. W. K. Ma, S. S. K. Cheung, C. Li, P. Prayadsab, & A. Mungwattana (Eds.), Lecture Notes in Computer Science (Vol. 15721, pp. 115–125). Springer. https://doi.org/10.1007/978-981-96-8430-4_9
15. 2024
    Huang, W., Li, X., & Shang, J. (2024). Gamified project-based learning: A systematic review. In R. C. Li, S. K. Cheung, P. H. Ng, L. Wong, & F. L. Wang (Eds.), Lecture Notes in Computer Science (Vol. 13357, pp. 313–324). Springer. https://doi.org/10.1007/978-3-031-08939-8_27
16. 2024
    Lingyun Huang, Min Liang, Yuhan Xiong, Xiaomeng Wu, & Cher Ping Lim. (2024). A systematic review of technology-enabled teacher professional development during the COVID-19 pandemic. Computers & Education, 105168.
17. 2024
    Lim, L., Bannert, M., van der Graaf, J., Fan, Y., Rakovic, M., Singh, S., ... & Gašević, D. (2024). How do students learn with real‐time personalized scaffolds? British Journal of Educational Technology, 55(4), 1309–1327.
18. 2024
    Osakwe, I., Chen, G., Fan, Y., Rakovic, M., Singh, S., Lim, L., ... & Gašević, D. (2024). Towards prescriptive analytics of self‐regulated learning strategies: A reinforcement learning approach. British Journal of Educational Technology.
19. 2024
    Shang, J., & Zhou, J. (2024). How to design scientific, happy and effective educational games: Research on educational game design from the perspective of learning sciences. In W. W. K. Ma, C. Li, C. W. Fan, L. H. U, & A. Lu (Eds.), Lecture Notes in Computer Science (Vol. 14797, pp. 21–38). Springer. https://doi.org/10.1007/978-981-97-4442-8_3
20. 2024
    Xiang, M., Zhang, L., Wang, X., & Shang, J. (2024). Integrating a digital math vector game into a blended classroom: Technological and instructional design principles. In W. W. K. Ma, C. Li, C. W. Fan, L. H. U, & A. Lu (Eds.), Lecture Notes in Computer Science (Vol. 14797, pp. 163–175). Springer. https://doi.org/10.1007/978-981-97-4442-8_12
21. 2024
    Zeng, J., Zhang, Y., & Shang, J. (2024). Characterization of students' learning and reasoning about mental folding in a spatial educational game. In R. Lindgren, T. Asino, E. A. Kyza, C.-K. Looi, D. T. Keifert, & E. Suarez (Eds.), Proceedings of the International Conference of the Learning Sciences (ICLS) (pp. 1131–1134). International Society of the Learning Sciences. https://doi.org/10.22318/icls2024.793443
22. 2024
    Xing, J., Wei, R., Wang, H., Hua, Z., Tang, X., Yi, L., Li, X., & Liu, J. (2024). Symptoms of attention-deficit/hyperactivity disorder and autism spectrum disorder interactively predict children's verbal fluency. Journal of Attention Disorders.
23. 2024
    Zhang, L., Lei, Y., Pelton, T., Pelton, L. F., & Shang, J. (2024). An exploration of gendered differences in cognitive, motivational and emotional aspects of game-based math learning. Journal of Computer Assisted Learning, 40(6), 2633–2649. https://doi.org/10.1111/jcal.12956
24. 2024
    Zhang, X., Zhang, P., Shen, Y., Liu, M., Wang, Q., Gašević, D., & Fan, Y. (2024). A systematic literature review of empirical research on applying generative artificial intelligence in education. Frontiers of Digital Education, 1(3), 223–245.
25. 2024
    Zhang, P., Su, H., Zeng, J., Zhang, Y., & Shang, J. (2024). Teach or not teach? Impacts of objective explanation in game-based learning: Insights from Gaussian Hidden Markov analysis. In R. Lindgren, T. Asino, E. A. Kyza, C.-K. Looi, D. T. Keifert, & E. Suarez (Eds.), Proceedings of the International Conference of the Learning Sciences (ICLS) (pp. 2491–2492). International Society of the Learning Sciences. https://doi.org/10.22318/icls2024.997303
26. 2024
    Zhou, J., Zeng, J., Black, J. B., & Shang, J. (2024). Exploring the effect of gestures in the learning of spatial abilities based on process data in educational games. In R. Lindgren, T. Asino, E. A. Kyza, C.-K. Looi, D. T. Keifert, & E. Suarez (Eds.), Proceedings of the International Conference of the Learning Sciences (ICLS) (pp. 2221–2222). International Society of the Learning Sciences. https://doi.org/10.22318/icls2024.145559
27. 2024
    Tang, L., Shen, K., Le, H., Shen, Y., Tan, S., Zhao, Y., ... & Fan, Y. (2024). Facilitating learners' self-assessment during formative writing tasks using a writing analytics toolkit. Journal of Computer Assisted Learning, 40(6).
28. 2024
    Wei, R., Sullivan, E., Begum, F., Rahman, N., Tofail, F., Haque, R., & Nelson, C. (2024). Parental communicative input as a protective factor in Bangladeshi families living in poverty: A multi-dimensional perspective. Developmental Science, e13494. https://doi.org/10.1111/desc.13494
29. 2023
    Fan, Y., Rakovic, M., van der Graaf, J., Lim, L., Singh, S., Moore, J., Molenaar, I., Bannert, M., & Gašević, D. (2023). Towards a fuller picture: Triangulation and integration of the measurement of self-regulated learning based on trace and think-aloud data. Journal of Computer Assisted Learning.
30. 2023
    Huang, W., Li, X., & Shang, J. (2023). Gamified project-based learning: A systematic review of the research landscape. Sustainability, 15(2). https://doi.org/10.3390/su15020940
31. 2023
    Jiang, Y., Shang, J., & Jiao, L. (2023). Review of China's online education policy, 1999–2022. ECNU Review of Education, 6(1), 155–182. https://doi.org/10.1177/20965311221099581
32. 2023
    Jong, M. S.-Y., Shang, J., & Tam, V. W. L. (2023). Using non-player characters to scaffold non-gamer students in serious gaming. In Learning, Design, and Technology: An international compendium of theory, research, practice, and policy (pp. 3035–3052). Springer. https://doi.org/10.1007/978-3-319-17461-7_36
33. 2023
    Lim, L., Bannert, M., van der Graaf, J., Singh, S., Fan, Y., Surendrannair, S., Rakovic, M., Molenaar, I., Moore, J., & Gašević, D. (2023). Effects of real-time analytics-based personalized scaffolds on students’ self-regulated learning. Computers in Human Behavior.
34. 2023
    Reese, E., Kokaua, J., Guiney, H., Bakir-Demir, T., McLauchlan, J., Edgeler, C., Schaughency, E., Taumoepeau, M., Salmon, K., Clifford, A., Maruariki, N., McNaughton, S., Gluckman, P., Nelson, C., O'Sullivan, J., Wei, R., Pergher, V., Amjad, S., Trudgen, A., & Poulton, R. (2023). Kia Tīmata Pai (Best Start): A study protocol for a cluster randomised trial with early childhood teachers to support children's oral language and self-regulation development. BMJ Open, 13(9), e073361.
35. 2023
    Tan, S., Huang, W., Zeng, J., & Shang, J. (2023). Exploring learners' flow and related design strategies in educational games from a psychic entropy perspective. In X. Fang (Ed.), Lecture Notes in Computer Science (Vol. 14047, pp. 81–93). Springer. https://doi.org/10.1007/978-3-031-35979-8_6
36. 2023
    van der Graaf, J., Raković, M., Fan, Y., Lim, L., Singh, S., Bannert, M., ... & Molenaar, I. (2023). How to design and evaluate personalized scaffolds for self-regulated learning. Metacognition and Learning, 18(3), 783–810.
37. 2023
    Zhang, P., Hu, Q., & Shang, J. (2023). How can teachers facilitate computer-supported collaborative learning? A literature review of teacher intervention in CSCL. In C. Li, S. K. S. Cheung, F. L. Wang, A. Lu, & L. F. Kwok (Eds.), Lecture Notes in Computer Science (Vol. 13978, pp. 202–213). Springer. https://doi.org/10.1007/978-3-031-35731-2_18
38. 2023
    Li, X., Zhang, X., Zhao, Y., Zhang, L., & Shang, J. (2023). Exploring the role of learning through play in promoting multimodal learning among children: A pilot study in Chinese first-tier cities. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1103311
39. 2023
    Zhou, J., Zeng, J., Black, J. B., & Shang, J. (2023). Effects of different embodied scaffoldings on students' spatial abilities in digital game-based learning. In J.-L. Shih, A. Kashihara, W. Chen, W. Chen, H. Ogata, R. Baker, B. Chang, S. Dianati, J. Madathil, A. M. F. Yousef, Y. Yang, & H. Zarzour (Eds.), Proceedings of the International Conference on Computers in Education (ICCE) (Vol. 1, pp. 601–610). Asia-Pacific Society for Computers in Education.
40. 2022
    Fan, Y., Jovanovic, J., Saint, J., Jiang, Y., Qiong, W., & Gašević, D. (2022). Revealing the regulation of learning strategies of MOOC retakers: A learning analytics study. Computers & Education.
41. 2022
    Fan, Y., van der Graaf, J., Lim, L., Rakovic, M., Singh, S., Kilgour, J., Bannert, M., Molenaar, I., Moore, J., & Gašević, D. (2022). Towards investigating the validity of measurement of self-regulated learning based on trace data. Metacognition and Learning.
42. 2022
    Fan, Y., van der Graaf, J., Lim, L., Rakovic, M., Singh, S., Kilgour, J., Bannert, M., Molenaar, I., Moore, J., & Gašević, D. (2022). Improving the measurement of self-regulated learning using multi-channel data. Metacognition and Learning.
43. 2022
    Rakovic, M., Iqbal, S., Li, T., Fan, Y., Singh, S., Surendrannair, S., Kilgour, J., van der Graaf, J., Lim, L., Bannert, M., Molenaar, I., Moore, J., & Gašević, D. (2022). Harnessing the potential of trace data and linguistic analysis to predict learner performance in a multi-source writing task. Journal of Computer Assisted Learning.
44. 2022
    Saint, J., Fan, Y., Gašević, D., & Pardo, A. (2022). A systematic review of temporally focused self-regulated learning. Computers & Education: Artificial Intelligence.
45. 2022
    Tan, S., Huang, W., & Shang, J. (2022). Research status and trends of the gamification design for visually impaired people in virtual reality. In X. Fang (Ed.), Lecture Notes in Computer Science (Vol. 13334, pp. 637–651). Springer. https://doi.org/10.1007/978-3-031-05637-6_41
46. 2022
    Wei, R., Kirby, A., Naigles, L., & Rowe, M. (2022). Parents’ use of generics with infants: Stability, variability, and implications for language development. Journal of Child Language, 50(5), 1204–1225.
47. 2022
    Wei, R., Kirby, A., Naigles, L., & Rowe, M. (2022). Parents’ talk about conceptual categories with infants: Stability, variability, and implications for expressive language development. Journal of Child Language.
48. 2022
    Xia, Q., Yin, H., Hu, R., Li, X., & Shang, J. (2022). Motivation, engagement, and mathematics achievement: An exploratory study among Chinese primary students. SAGE Open, 12(4). https://doi.org/10.1177/21582440221134609
49. 2022
    Xiao, R., Liu, Q., Shang, J., & Huang, W.-B. (2022). A study of detecting student engagement modes in an online learning platform. Frontiers of Education in China, 17(1), 23–45. https://doi.org/10.3868/s110-007-022-0003-4
50. 2022
    van der Graaf, J., Lim, L., Fan, Y., Kilgour, J., Bannert, M., Molenaar, I., Moore, J., & Gašević, D. (2022). How self-regulated learning affects different learning measures. Metacognition and Learning.
51. 2021
    Choi, A., Wei, R., & Rowe, M. (2021). Show, give and point gestures across infancy differentially predict language development. Developmental Psychology.
52. 2021
    Huang, W., Shang, J., & Miao, R. (2021). Research on the mode and application of the combination of game-based learning and project-based learning. In M. M. T. Rodrigo et al. (Eds.), Proceedings of the International Conference on Computers in Education (ICCE) (Vol. 2, pp. 762–764). Asia-Pacific Society for Computers in Education.
53. 2021
    McCatharn, J., Herbert, K., Wei, R., & Rowe, M. (2021). Avenues for increasing parenting knowledge: Interviewing parents about preferred information sources. Journal of Child and Family Studies.
54. 2021
    Lim, L., Bannert, M., van der Graaf, J., Molenaar, I., Fan, Y., Kilgour, J., Moore, J., & Gašević, D. (2021). Temporal assessment of self-regulated learning by mining students’ think-aloud protocols. Frontiers in Psychology.
55. 2021
    Ronfard, S., Wei, R., & Rowe, M. (2021). Exploring the linguistic, social, and cognitive skills underlying processing efficiency as measured by the looking-while-listening paradigm. Journal of Child Language.
56. 2021
    Yao, Y., He, L., & Shang, J. (2021). Design and application research of gamification in university curriculum: Taking the course of TV camera for example. In X. Fang (Ed.), Lecture Notes in Computer Science (Vol. 12790, pp. 276–293). Springer. https://doi.org/10.1007/978-3-030-77414-1_20
57. 2021
    Yuan, M., Zeng, J., Wang, A., & Shang, J. (2021). Would it be better if instructors technically adjust their image or voice in online courses? Impact of the way of instructor presence on online learning. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.746857
58. 2021
    Zeng, J., Hu, R., & Shang, J. (2021). Design and development of an educational game for facilitating spatial ability and mathematics learning. In L.-K. Lee et al. (Eds.), Proceedings of the International Symposium on Educational Technology (ISET) (pp. 275–280). IEEE. https://doi.org/10.1109/ISET52350.2021.00065
59. 2021
    Fan, Y., Matcha, W., Ahmad Uzir, N., Wang, Q., & Gašević, D. (2021). Learning analytics to reveal links between learning design and self-regulated learning. International Journal of Artificial Intelligence in Education.

Chinese Publications

1. 2025
   刘誉, 张鹏, 尚俊杰．基于德尔菲法的教师学习科学素养框架构建研究[J]．现代教育技术, 2025, 35(04): 91–101．
2. 2025
   吴筱萌, 管乐, 林易, 等．提升教师职业幸福感的技术可供性[J]．中国教育信息化, 2025(04): 109–117．
3. 2025
   周均奕, 尚俊杰．从模拟仿真到教育元宇宙：技术驱动下三维虚拟学习环境的演进脉络与生态重塑[J]．中国电化教育, 2025(10): 55–61+78．
4. 2025
   李姗姗, 林易, 吴筱萌．中小学校长数字化转型领导力五要素模型构建研究[J]．数字教育, 2025(08): 55–61．
5. 2025
   李姗姗, 吴筱萌, 张鹏, 等．人类导师与智能导师效能差异研究：基于动态交互的可供性视角[J]．开放教育研究, 2025(02): 98–107．
6. 2025
   刘誉, 戴子涵, 尚俊杰．教师使用生成式人工智能的现象学阐释[J]．苏州大学学报(教育科学版), 2025, 13(01): 35–45．DOI:10.19563/j.cnki.sdjk.2025.01.004．
7. 2025
   尚俊杰, 石祝, 沈科杰．基于视频游戏的空间能力测评[J]．心理科学进展, 2025, 33(01): 11–24．
8. 2025
   王辞晓, 伍潇贝, 尚俊杰．兼顾多元主体质量观的中小学人机协同教学质量评价框架研究[J]．电化教育研究, 2025, 46(09): 83–90+98．DOI:10.13811/j.cnki.eer.2025.09.010．
9. 2025
   张鹏, 吴筱萌, 曾嘉灵, 等．学习的快乐：基于哲学、心理学、脑科学视角的研究[J]．全球教育展望, 2025, 54(03): 91–104．
10. 2025
    胡启慧, 高桥纯, 尚俊杰．教育数字化转型如何发力：日本“一生一终端”项目的剖析与启示[J]．中国电化教育, 2025(08): 81–90．
11. 2024
    尚俊杰, 张鹏, 刘誉．教师学习科学素养：概念内涵、理论框架与提升策略[J]．电化教育研究, 2024, 45(08): 87–96．DOI:10.13811/j.cnki.eer.2024.08.012．
12. 2024
    张露, 方璐, 尚俊杰．游戏化虚拟情境在国际中文教育中的应用：语篇认知与情绪动机的效用视角[J]．电化教育研究, 2024, 45(07): 121–128．DOI:10.13811/j.cnki.eer.2024.07.016．
13. 2024
    张鹏, 汪旸, 尚俊杰．生成式人工智能与教育变革：价值、困难与策略[J]．现代教育技术, 2024, 34(06): 14–24．
14. 2024
    沈科杰, 苏晗宇, 尚俊杰．游戏化学习方式如何影响知识保留：基于38项实验和准实验研究的元分析[J]．现代远程教育研究, 2024, 36(06): 55–68．
15. 2024
    石祝, 尚俊杰．视频游戏对空间能力的影响与作用机制[J]．中国电化教育, 2024(05): 32–44+113．
16. 2023
    尚俊杰, 李秀晗．教育数字化转型的困难和应对策略[J]．华东师范大学学报(教育科学版), 2023, 41(03): 72–81．DOI:10.16382/j.cnki.1000-5560.2023.03.008．
17. 2023
    张露, 胡若楠, 雷悦, 等．基于人工智能表情识别与差异分析的游戏化学习投入状态研究[J]．现代教育技术, 2023, 33(12): 89–99．
18. 2023
    赵玥颖, 孙丹儿, 尚俊杰．国际教育游戏实证研究综述：基于2018—2022年的文献分析[J]．开放教育研究, 2023, 29(05): 106–120．DOI:10.13966/j.cnki.kfjyyj.2023.05.011．
19. 2023
    钟秉林, 尚俊杰, 王建华, 等．ChatGPT对教育的挑战(笔谈)[J]．重庆高教研究, 2023, 11(03): 3–25．DOI:10.15998/j.cnki.issn1673-8012.2023.03.001．
20. 2022
    曾嘉灵, 张鹏, 尚俊杰．基于设计的研究与教育游戏设计应用[J]．中国电化教育, 2022(08): 32–40．
21. 2022
    尚俊杰, 曾嘉灵, 周均奕．学习科学视角下的数学空间游戏设计与应用研究[J]．电化教育研究, 2022, 43(07): 63–72．DOI:10.13811/j.cnki.eer.2022.07.009．
22. 2022
    张露, 胡若楠, 曾嘉灵, 等．学习科学视角的分数游戏设计与应用研究[J]．中国远程教育, 2022(03): 68–75．DOI:10.13541/j.cnki.chinade.2022.03.005．
23. 2021
    张露, 胡若楠, 曾嘉灵, 等．如何设计科学、有效、有趣的教育游戏：学习科学跨学科视角下的数学游戏设计研究[J]．电化教育研究, 2021, 42(10): 70–76．DOI:10.13811/j.cnki.eer.2021.10.010．
24. 2021
    肖睿, 刘千慧, 尚俊杰, 等．在线教学平台学习者参与方式研究[J]．中国远程教育, 2021(07): 67–75．DOI:10.13541/j.cnki.chinade.2021.07.008．
25. 2021
    肖睿, 刘千慧, 尚俊杰, 等．学习者的学习效率评测研究：以“课工场”平台学习者的课程学习为例[J]．现代教育技术, 2021, 31(01): 62–68．